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Section 1 continues
Oxford English Grammar Course Advanced Michael Swan and Catherine Walter 2012
page 4
language notes
Mistakes with basic negative structures are unusual at this level. Look out for occasional
instances of multiple negation from students whose mother tongues have this feature:
*I didnt say nothing to nobody.
*We didnt hardly have time to eat lunch.
Its best not to tell students that this structure is illogical. Its the regular pattern in a
number of languages, was correct in Old English, and is still normal and systematic in many
dialects of English.
page 5
language notes
The distinction between not and no can be tricky. The explanation on page 5 should make
things clear if necessary. However, there are cases where the same thing can be said with
either structure:
There was not time./ There was no time.
and this can confuse students who may suppose that no in the second example goes with
the verb (like not) rather than with the noun.
pages 67
language notes
Some students find the structure of negative questions tricky, even at advanced level.
*Why she didnt phone?
*Is not the post office open today?
Negative questions can have two contrasting functions: to confirm a negative belief:
Isnt Peter here yet? Maybe hes missed the train.
Section 1 continues
Oxford English Grammar Course Advanced Michael Swan and Catherine Walter 2012
pages 89
language notes
Transferred negation is common with verbs like think, believe, suppose etc, especially in an
informal style. Instead of putting not with the negative belief that is being talked about, we
often move not to the verb of thinking, believing etc. So to report a belief that somebody is
not at home, we are more likely to say I dont think shes at home than I think shes not at
home, though in most cases most structures are possible. With hope, however, transferred
negation is not used.
I hope they dont attack. (not *I dont hope they attack.)
Notice the common use of a present tense after hope to refer to the future.
pages 1011
language notes
Imperatives (the use of base forms to give instructions, advice etc) should present few
problems at this level, though one or two points of word order may need attention. Note
the possibility of using do with be in imperatives.
Some students may still not realise that imperatives are not generally used to ask for things
politely. Native English-speakers may be offended by requests beginning with Please and
an imperative. Please tell me, for example, is a command, not a request.
Section 1 continues
Oxford English Grammar Course Advanced Michael Swan and Catherine Walter 2012
page 12
language notes
In some languages, first person plural forms can be used to make suggestions, in the same
contexts as English Lets. This can lead to mistakes or inappropriate utterances:
*Now, we have lunch.
Students may take time to get used to the different uses of the structure, and the
differences in formality between the various negative forms. Make sure they also realise
that the full form let us is very formal and uncommon.
page 13
language notes
The word order of exclamations beginning How or What is complicated, and can cause
problems even for advanced students:
*How she talks fast!
Articles may be dropped after What:
*What ridiculous idea!
A CD-ROM exercise helps students to practise stress in exclamations.
Section 1 continues
Oxford English Grammar Course Advanced Michael Swan and Catherine Walter 2012
Personalisation Ask students to complete the following sentence, writing about someone
that they admire or have admired.
How well!
For example:
How well my grandfather spoke Russian!
How well my girlfriend can sing!
Alternatively, get them to write something beginning How badly!
Oxford English Grammar Course Advanced Michael Swan and Catherine Walter 2012